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Author: Wolff-Michael Roth
Publisher: Psychology Press
ISBN: 9780415948432
Category : Education
Languages : en
Pages : 244
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Book Description
First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Wolff-Michael Roth
Publisher: Psychology Press
ISBN: 9780415948432
Category : Education
Languages : en
Pages : 244
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Book Description
First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309447569
Category : Education
Languages : en
Pages : 167
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Book Description
Science is a way of knowing about the world. At once a process, a product, and an institution, science enables people to both engage in the construction of new knowledge as well as use information to achieve desired ends. Access to scienceâ€"whether using knowledge or creating itâ€"necessitates some level of familiarity with the enterprise and practice of science: we refer to this as science literacy. Science literacy is desirable not only for individuals, but also for the health and well- being of communities and society. More than just basic knowledge of science facts, contemporary definitions of science literacy have expanded to include understandings of scientific processes and practices, familiarity with how science and scientists work, a capacity to weigh and evaluate the products of science, and an ability to engage in civic decisions about the value of science. Although science literacy has traditionally been seen as the responsibility of individuals, individuals are nested within communities that are nested within societiesâ€"and, as a result, individual science literacy is limited or enhanced by the circumstances of that nesting. Science Literacy studies the role of science literacy in public support of science. This report synthesizes the available research literature on science literacy, makes recommendations on the need to improve the understanding of science and scientific research in the United States, and considers the relationship between scientific literacy and support for and use of science and research.
Author: Chris Mooney
Publisher: Hachette UK
ISBN: 0786744553
Category : Science
Languages : en
Pages : 224
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Book Description
In his famous 1959 Rede lecture at Cambridge University, the scientifically-trained novelist C.P. Snow described science and the humanities as "two cultures," separated by a "gulf of mutual incomprehension." And the humanists had all the cultural power -- the low prestige of science, Snow argued, left Western leaders too little educated in scientific subjects that were increasingly central to world problems: the elementary physics behind nuclear weapons, for instance, or the basics of plant science needed to feed the world's growing population. Now, Chris Mooney and Sheril Kirshenbaum, a journalist-scientist team, offer an updated "two cultures" polemic for America in the 21st century. Just as in Snow's time, some of our gravest challenges -- climate change, the energy crisis, national economic competitiveness -- and gravest threats -- global pandemics, nuclear proliferation -- have fundamentally scientific underpinnings. Yet we still live in a culture that rarely takes science seriously or has it on the radar. For every five hours of cable news, less than a minute is devoted to science; 46 percent of Americans reject evolution and think the Earth is less than 10,000 years old; the number of newspapers with weekly science sections has shrunken by two-thirds over the past several decades. The public is polarized over climate change -- an issue where political party affiliation determines one's view of reality -- and in dangerous retreat from childhood vaccinations. Meanwhile, only 18 percent of Americans have even met a scientist to begin with; more than half can't name a living scientist role model. For this dismaying situation, Mooney and Kirshenbaum don't let anyone off the hook. They highlight the anti-intellectual tendencies of the American public (and particularly the politicians and journalists who are supposed to serve it), but also challenge the scientists themselves, who despite the best of intentions have often failed to communicate about their work effectively to a broad public -- and so have ceded their critical place in the public sphere to religious and commercial propagandists. A plea for enhanced scientific literacy, Unscientific America urges those who care about the place of science in our society to take unprecedented action. We must begin to train a small army of ambassadors who can translate science's message and make it relevant to the media, to politicians, and to the public in the broadest sense. An impassioned call to arms worthy of Snow's original manifesto, this book lays the groundwork for reintegrating science into the public discourse -- before it's too late.
Author: Divina Frau-Meigs
Publisher: John Wiley & Sons
ISBN: 1119166926
Category : Social Science
Languages : en
Pages : 528
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Book Description
Over the past forty years, media education research has emerged as a historical, epistemological and practical field of study. Shifts in the field—along with radical transformations in media technologies, aesthetic forms, ownership models, and audience participation practices—have driven the application of new concepts and theories across a range of both school and non-school settings. The Handbook on Media Education Research is a unique exploration of the complex set of practices, theories, and tools of media research. Featuring contributions from a diverse range of internationally recognized experts and practitioners, this timely volume discusses recent developments in the field in the context of related scholarship, public policy, formal and non-formal teaching and learning, and DIY and community practice. Offering a truly global perspective, the Handbook focuses on empirical work from Media and Information Literacy (MIL) practitioners from around the world. The book’s five parts explore global youth cultures and the media, trans-media learning, media literacy and scientific controversies, varying national approaches to media research, media education policies, and much more. A ground breaking resource on the concepts and theories of media research, this important book: Provides a diversity of views and experiences relevant to media literacy education research Features contributions from experts from a wide-range of countries including South Africa, Finland, India, Italy, Brazil, and many more Examines the history and future of media education in various international contexts Discusses the development and current state of media literacy education institutions and policies Addresses important contemporary issues such as social media use; datafication; digital privacy, rights, and divides; and global cultural practices. The Handbook of Media Education Research is an invaluable guide for researchers in the field, undergraduate and graduate students in media studies, policy makers, and MIL practitioners.
Author: Yehudit Judy Dori
Publisher: Springer
ISBN: 3319666592
Category : Science
Languages : en
Pages : 380
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Book Description
This book addresses the point of intersection between cognition, metacognition, and culture in learning and teaching Science, Technology, Engineering, and Mathematics (STEM). We explore theoretical background and cutting-edge research about how various forms of cognitive and metacognitive instruction may enhance learning and thinking in STEM classrooms from K-12 to university and in different cultures and countries. Over the past several years, STEM education research has witnessed rapid growth, attracting considerable interest among scholars and educators. The book provides an updated collection of studies about cognition, metacognition and culture in the four STEM domains. The field of research, cognition and metacognition in STEM education still suffers from ambiguity in meanings of key concepts that various researchers use. This book is organized according to a unique manner: Each chapter features one of the four STEM domains and one of the three themes—cognition, metacognition, and culture—and defines key concepts. This matrix-type organization opens a new path to knowledge in STEM education and facilitates its understanding. The discussion at the end of the book integrates these definitions for analyzing and mapping the STEM education research. Chapter 4 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com
Author: Katie Cunningham
Publisher:
ISBN: 9781625315977
Category :
Languages : en
Pages : 0
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Book Description
In this much anticipated follow-up to their groundbreaking book, Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom, authors Jan Burkins and Kari Yates, together with co-author Katie Cunningham, extend the conversation in Shifting the Balance 3-5: 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom. This new text is built in mind specifically for grades 3-5 teachers around best practices for the intermediate classroom. Shifting the Balance 3-5 introduces six more shifts across individual chapters that: Zoom in on a common (but not-as helpful-as-we-had-hoped) practice to reconsider Untangle a number of "misunderstandings" that have likely contributed to the use of the common practice Propose a more science-aligned shift to the current practice Provide solid scientific research to support the revised practice Offer a collection of high-leverage, easy-to-implement instructional routines to support the shift to more brain-friendly instruction The authors offer a refreshing approach that is respectful, accessible, and practical - grounded in an earnest commitment to building a bridge between research and classroom practice. As with the first Shifting the Balance, they aim to keep students at the forefront of reading instruction.
Author: Maria C. Grant
Publisher: Corwin Press
ISBN: 1483345661
Category : Education
Languages : en
Pages : 211
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Book Description
Engage your students in scientific thinking across disciplines! Did you know that scientists spend more than half of their time reading and writing? Students who are science literate can analyze, present, and defend data – both orally and in writing. The updated edition of this bestseller offers strategies to link the new science standards with literacy expectations, and specific ideas you can put to work right away. Features include: A discussion of how to use science to develop essential 21st century skills Instructional routines that help students become better writers Useful strategies for using complex scientific texts in the classroom Tools to monitor student progress through formative assessment Tips for high-stakes test preparation
Author: Allan Megill
Publisher: Duke University Press
ISBN: 9780822314943
Category : Philosophy
Languages : en
Pages : 356
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Book Description
Although "objectivity" is a term used widely in many areas of public discourse, from discussions concerning the media and politics to debates over political correctness and cultural literacy, the question "What is objectivity?" is often ignored, as if the answer were obvious. In this volume, Allan Megill has gathered essays from fourteen leading scholars in a variety of fields--history, anthropology, philosophy, psychology, history of science, sociology of science, feminist studies, literary studies, and accounting--to gain critical understanding of the idea of objectivity as it functions in today's world. In diverse essays the authors provide fascinating studies of objectivity in such areas as anthropological research, corporate and governmental bureaucracies, legal discourse, photography, and the study and practice of the natural sciences. Taken together, Megill argues, this volume calls for developing a notion of "objectivities." The absolute sense of objectivity--that is, objectivity as a "God's eye view"--must be supplemented, and in part supplanted, by disciplinary, procedural, and dialectical senses of objectivity. This book will be of great interest to a broad range of scholars as it presents current thinking on a topic of fundamental concern across the disciplines in the humanities and social sciences. Contributors. Barry Barnes, Dagmar Barnouw, Lorraine Code, Lorraine Daston, Johannes Fabian, Kenneth J. Gergen, Mary E. Hawkesworth, Barbara Herrnstein Smith, Evelyn Fox Keller, George Levine, Allan Megill, Peter Miller, Andy Pickering, Theodore M. Porter
Author: Luc Pauwels
Publisher: UPNE
ISBN: 9781584655121
Category : Art
Languages : en
Pages : 338
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Book Description
A new collection explores the complex role of visual representation in science.
Author: Glen S. Aikenhead
Publisher: Teachers College Press
ISBN: 9780807746349
Category : Education
Languages : en
Pages : 194
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Book Description
This book provides a comprehensive overview of humanistic approaches to science. Approaches that connect students to broader human concerns in their everyday life and culture. Glen Aikenhead, an expert in the field of culturally sensitive science education, summarizes major worldwide historical findings; focuses on present thinking; and offers evidence in support of classroom practice. This highly accessible text covers curriculum policy, teaching materials, teacher orientations, teacher education, student learning, culture studies, and future research.
